INTRODUCTION TO TPD TRAINING NOTES

KENYA EDUCATION MANAGEMENT INSTITUTE
TEACHER PROFESSIONAL DEVELOPMENT PROGRAMME

TPD INTRODUCTORY MODULE

 

DAY 1 PRESENTATIONS

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD

 

 

 

 

 

 

 

 

 

How to access the eLearning

platform

 

 

 

 

 

 

KEMI/2021/TPD

 

 

 

 

Preamble

• KEMI will utilize a blended approach to deliver the Diploma in
  Education Leadership and Management course.
• The approach involves physical meetings and online sessions.
• The online sessions will be done both synchronously through video
  conferencing and asynchronously through KEMI eLearning platform
  referred to as KEMI Virtual Campus.
• For video conferences, applications such as Zoom and Google Meet
  will be used.
• All learning resources( including notes) will be posted on the
  eLearning platform.
• Once enrolled in a course on the eLearning platform, you will be
  able to access the course 24/7

 

 

 

 

 

 

KEMI/2021/TPD

 

 

 

• To log into KEMI Virtual Campus, you first
  need to understand the log in credentials.
• You will use your registration number
• Below is a sample registration number:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD

 

 

 

 

Acronym for  course  in which

you are registered  i.e. teacher

 

Professional Development(TPD)

 

TPD1    / 2021/1

County code

 

153

 

 

 

 

Year of registration                          Y                                                            PF or ID

 

NOTE: YOU MUST USE THE COUNTY CODE AND TSC NO OR PF NO THAT YOU USED TO REGISTER FOR THIS  COURSE

KEMI/2021/TPD

 

 

 

 

Accessing the eLearning
platform

Step 1:

Click on this

link: https://elearning.ke
mi.ac.ke

OR

On your web browser
type:

https://elearning.kemi.ac.

ke

 

 

 

 

KEMI/2021/TPD

 

 

 

Step 2:  To log into KEMI Virtual Campus

 

 

 

 

 

 

 

 

 

 

 

 

USERNAME: use your regist

 

number in lower case(small letters) E.g.

tpd1/2021/16/253153

PA                   use your registration no in Upper case ( capital letters) E.g.

KEMI/2021/TPDPD1/2021/16/273153

 

 

 

Step 3: Click on Log in

 

 

 

 

 

 

 

 

 

 

 

Click on “Log in” after typing your
username and password _{KEMI/2021/TPD}

 

 

 

Step 4: Complete your profile  by providing the information
required on  the form below

 

 

 

 

 

 

 

 

 

Note: the fields on the form

 

Your name will appear here

 

KEMI/2021/TPD

marked with * are mandatory
and must be filled before you

can proceed

 

 

 

 

Step 5: Update your profile

 

 

 

 

 

 

 

 

 

 

 

Click here to upd                    ofile

information                                          KEMI/2021/TPD

 

 

 

 

Step 6: To access the course

 

 

 

 

 

 

 

 

 

 

 

Click on the icon “site home”

KEMI/2021/TPD

 

 

Step 7: Accessing your courses/modul

 

 

 

 

 

 

 

 

 

 

 

 

 

This page will display the “course

categories”. Click on the “Teacher

Professional Development Program”

KEMI/2021/TPD

 

 

 

 

Step 8: Accessing  the TPD Module

 

 

 

 

 

 

 

 

 

Click on the Teacher Professional

Development Introductory Module

 

 

 

 

 

 

 

KEMI/2021/TPD

 

 

 

 

 

The general structure of a module resources

Module overview: Gives an introduction of the module and
the expected learning outcomes

• Chapter introduction

– Presentation in PDF( this is a downloadable file that can be
saved on an external device such as a computer or flash disk)

– Unit activities and resources: Each unit consists of some

activities and case studies that the course participants will be
expected to undertake. Each activity consists of instructions on
what is expected from the course participant

– Module assignment: This is the end of module assignment

which is will be submitted for assessment. Details on how the
end of module assignment will be undertaken, will be provided
during tutorials.

 

KEMI/2021/TPD

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD

 

 

Sample Resources

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD

 

 

How to access a presentation (notes)

• Click on the presentation that you want to
  read:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD

 

 

 

The power point presentation will open and you can either read it “online” or you can “download” it so that you can read it “off line”

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD

To download the presentation, click here

 

 

 

 

How to  post your “response” to an activity

• To view th it

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD

 

 

 

This will display the activity or case study. It will als
indicate the submission status

Scroll to the bottom of the page

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD

 

 

 

To respond to the activity, click on “add
submission”

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD

 

• “ dialogue box” will open where you will be able to either

type your answer, upload a file or both.

• Note that you will be provided with instructions on what is
  required,
• If you are to upload a file, it should not exceed 2MB.
• To submit your response, click on “save changes”

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD

 

How to take part in a discussion forum

• Click on “online discussion”

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Read through the discussion topic and scroll to the
bottom of the page

KEMI/2021/TPD

 

• To take part in the discussion click on “reply”
• A dialogue box will appear where our can type in y
  response.

 

 

 

 

 

 

 

 

 

 

 

 

 

To post your response, click on “submit”

You should also go through other participants’ responses and comment on the them by simply clicking  on “reply”

This way, the course participants can be able to engage in a lively online

KEMI/2021/TPD

discussion

 

Click “here” to upload your assignment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Click on “save

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPDyour assignment

 

E-LEARNING ONLINE
ETIQUETTE

• The effective use of the eLearning requires all users to
  observe some dos and don’ts.
• Below are guidelines s on how to behave while online:

1. Logging in: Always Log into your KEMI Virtual Campus account

using your user name and password.

1. Logging out: If using a shared computing device such from a

or a cyber café, ensure that you have logged out at the end of
each session.

iii.  Your online profile: this should be a picture of the user and
should look professional.

1. Don’t Assume Privacy: anything posted on the eLearning
   platform can be read by others. Only post what you are
   expected to post and do not reveal unnecessary personal
   information

KEMI/2021/TPD

 

 

 

 

1. Avoid Offensive Comments: avoid offensive comments in
   your online communication especially on the discussion
   forums.
2. Don’t Shout: Remember that when you type in all capitals,
   your communication comes across as shouting. Some people

think it makes their message easier to read, but that isn’t the

case. Use a font size and style that is easy on the eyes when
read in standard case letters.

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD

 

 

Conclusion

• We wish you all the best as you undertake this
  course.
• Let us enjoy learning together as we utilize
  technology in the process.
• Contact your coordinator if you encounter any

challenges in the use of the e-Learning platform and
we shall walk the journey together.

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD

 

 

 

 

 

viii. DON’T   buse chat forums  and email to communicate:

While you need to be assertive in expressing your needs,

opinions and ideas in class discussions, don’t go overboard!
Sending too many emails to your instructors or classmates
can be overwhelming. Treat email like you’re having an in-
person, back-and-forth conversation.

1. Be respectful and responsive: With online communication,
   it’s important to understand people might misconstrue what
   you said, no matter how carefully you composed it. Be
   aware of how you use class discussion boards, whether to

ask a question to the group or make a point about a learning
topic.

 

 

 

KEMI/2021/TPD

 

 

 

 

 

TEACHER PROFESSIONAL

DEVELOPMENT (TPD)

INDUCTIONAM

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD/ INTRODUCTORY MODULE

 

 

 

 

• Teacher Professional development refers to
  either formal or informal activities that
  registered teachers undertake in order to
  continuously improve their pedagogical skills,

management skills and learner outcomes.

 

• TPD Comprises the full range of educational
  experiences designed to enrich teacher’s

professional knowledge, understanding and
capabilities throughout the teacher’s career

 

 

 

 

Purpose of Teacher Professional Development

• The purpose of TPD programmes is to

continuously equip and improve teachers’
skills, competencies and knowledge for
enhanced learning outcomes in Kenyan
schools.

 

 

 

• The overall objective of the TPD programme is
  to professionalize teaching by continuously

developing and improving teachers’ skills,

competencies and knowledge in line with the
21st Century core competencies aimed at
enhancing the provision of quality education.

 

Overall objective

• The overall objective of the TPD programme is
  to professionalize teaching by continuously
  developing and improving teachers’
  competencies in line with the 21st Century
  core competencies aimed at enhancing the
  provision of quality education.

 

Specific objectives

 

1. Enhance a culture of life-long learning of teachers,

trainers and instructional leaders;

1. Promoting institution-based professional learning

practices communities of practice;

iii.  Equipping teachers and instructional leaders with

21st century skills;

1. Enhance the capacity for teachers, trainers and

instructional leaders’ competencies in creating

supportive, safe and healthy learning environments.

1. Promote the adoption of Competence Based

Curriculum by teachers, trainers and instructional
leaders.

 

 

 

 

Specific outcomes of TPD

These include: –

• Inculcating a culture of life-long learning of
  teachers and instructional leaders.
• Fostering personal and professional growth of
  teachers and instructional leaders.
• Building capacity of teachers and instructional
  leaders as action researchers in their practice.
• Developing capacity of teachers and instructional
  leaders as reflective practitioners.

 

 

 

 

1. Enabling teachers to enhance knowledge, skills

and attitudes in their subjects and pedagogy.

vii. Enhancing teacher’s knowledge, skills and

attitudes in their roles as instructional leaders.

viii. Building capacity of teachers’ and instructional
leaders’ competencies in 21^st century skills.

1. Enhancing teachers and instructional leaders’
   competencies in creating supportive, healthy
   and safe learning environment.

 

Structure of TPD

 

Consists of three modules

1. Introductory module: which will be done by both
   instructional leaders and teachers. Will be covered
   within one year
2. Teachers’ module: Consists of six levels. Each level
   has five chapters that will provide you with an

opportunity to enhance your knowledge, skills,

attitude and values expected of an effective teacher.

3. Instructional leaders’ module: Consists of six levels.
   Each level has five chapters that will provide the

instructional leader with an opportunity to enhance

their knowledge, skills, attitude and values expected
of an effective instructional leader.

 

Mode of Delivery

 

Blended mode of delivery:

1. Face-to-face at sub-county venues during

school holidays and,

1. Online learning:
2. a) synchronous online lining using video
   conferencing apps
3. b) Asynchronous online learning -e-learning

platform (KEMI Virtual Campus) which will be

accessible 24/7

 

Learning approaches

 

Learning approaches

• KWL approach- Know, Want to Learn
• Inquiry based learning
• Discovery
• Reflective Journaling
• Case studies
• Question and answer

 

 

 

 

 

 

• All teachers and instructional leaders
  Target Groups for Introductory

registered by TSC

Module

• For one to progress to Teachers Module, you
  need to be a TSC registered teacher

possessing a certificate in TPD Introductory

Module

 

 

Introductory module

Chapter 1

• Overview of teacher Professional development
• The Kenya Professional Teaching Standards

 

Chapter 2

• Competence Based Curriculum:
• Rationale for CBC
• The paradigm shift
• The Basic Education Curriculum Framework
• Core competencies
• How learners learn
• Learner centered approaches/ strategies
• Inclusive learning approaches

 

 

 

 

Chapter 3:

• Types of assessments: As, For & Of Learning
• Formative Assessment Tools/ Strategies
• Assessment Rubrics
• Developing portfolio

 

Chapter 4:

• Comprehensive school health and Safety
• Health and health Education,
• Health literacy,
• Social determinants of health, and School emergencies
  and safety;
• Basic first aid, accident, and fire safety

 

 

 

 

Chapter 5: Instructional Leadership and

Financial literacy

• Concept of Instructional leadership for
  teachers,
• The roles of teachers as instructional leaders,
• Concept of Financial Literacy: Terminologies &
  Applications

 

 

Assessment

 

The following assessments will be used:

• Reflective journals: This is a tool which assesses the

understanding processes, writing abilities, connection to
concepts and personal knowledge. Reflective journal
contains the contents of reflection by a practitioner.

 

• E-portifolios: A portfolio is a purposeful collection of

learner’s work; shows effort, progress and mastery of a

specified learning outcomes or competencies.  It provides
evidence of achievement or mastery over a period of time.

 

• Synthesis: Participants will be expected to prepare a final
  synthesis on their experiences during a particular module/
  level

 

 

Certification

 

• Upon successful completion of the

introductory module, a participant shall

be issued with a transcript

• This will be required for your progress
  level

 

 

 

 

TEACHER PROFESSIONAL

DEVELOPMENT (TPD) PROGRAMM

INTRODUCTORY MODULE

INTRODUCTORY MODULE
Teacher Professionalism

Day 1

 

 

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

Purpose

 

To enhance participants’ knowledge, skills, attitudes
and values related to teacher professional

development and building a culture of reflective

practice as a requirement for professional
development

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

Learning outcomes

• Demonstrate understanding of the linkage
  between TPD and their career growth
• Demonstrate understanding of TPD process.
• Identify professional gaps based on their
  competencies.
• Identify mitigation measures to address the
  identified professional gaps.

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

Teacher Professional
Development and Career

Growth

• Using the “KNOW, W NT TO LE RN”( KWL) approach, state what you

Know and What want to Learn about teacher professional development
and career growth.

 

• Know͙͙͙͙Some things that I already know about TPD and Career
  Growth

͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙

• Want to Learn͙͙Some things I would like to learn about TPD and
  career growth

͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙
͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙

 

 

Share responses to both sections in  on the chat forum

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

 

• Teacher Professional Development refers to the process
  of improving and increasing the capabilities of an
  employee.
• It is the continuous updating of professional knowledge
  and improvement of personal competence throughout
  one’s teaching life.
• Due to the dynamic environment in which teachers work,
  professional teacher development is a prerequisite for
  effective teaching and learning in the classroom.
• Professional development involves the career long

processes and related systems and policies designed to

enable educators to acquire, broaden and deepen their
knowledge, skills and competences in order to effectively
perform their work roles.

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

Rationale for TPD in Kenya

• The TPD program is designed to cover the pre-
  primary, primary and secondary school teachers
  and Instructional leaders in both public and

private primary and secondary schools and

teachers in colleges.

• Teacher Professional Development provides

opportunities for teachers to explore new roles,

develop new instructional and leadership

techniques, refine their practice and broaden
their outlook as educators and as individuals.

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

Activity ( 5minutes)

• Read case study 1 and answer the questions
  that follow
• In plenary present your responses

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

The rationale for TPD in Kenya is based on the

following:

• Constitution of Kenya: Section 43, 1(f)

emphasizes that education is human right

• Vision 2030: Under social pillar, Kenya aspires to
  be a Knowledge based economy country
• Basic Education Act:, 2013, Part iv talks of free
  and compulsory basic education to all learners
• Global trends : continuous professional

development is the best practice for professional
growth

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

• Sustainable Development Goals(SDGs) : SDG 4
  deals with access to quality education through

quality teaching

• 21st century demands: The learners in the 21st
  century are confronted with increasingly complex

social cultural, economic, technological, and

global challenges; teachers therefore must
prepare learners who possess sophisticated,
diversified, and complementary competencies

that will enable them to navigate through these

challenges.

 

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

Legal Framework for TPD

 

The Constitution of Kenya (2010)

• Established the Teachers Service Commission
  as a constitutional Commission through Article
  237 (1) with an exclusive mandate on teacher
  management.

 

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

TSC Act, 2012

• Sections 11(e): mandates TSC to: “facilitate career

progression and professional development for teachers
in the teaching service including the appointment of
head teachers and principals”

 

• Section 35(1) of the Act that state that: The

Commission shall take all necessary Compliance with

teaching steps to ensure that persons in the teaching

service comply with the teaching standards prescribed
by the Commission under this Act.

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

Section 35(2) (a) and (b) of the Act state that the
Commission shall:

(a) require every registered teacher to undertake
career progression and professional development

programmes as may be prescribed by regulations

made under this Act;

 

(b) require every registered teacher to take out a

teaching certificate as prescribed by regulations
made under this Act;

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

The Code of Regulations for Teachers (2015)

• Section 48 states that:

(l) Every teacher shall undertake the professional teacher
development programmes prescribed or recommended by
the Commission from time to time.

 

(2) The Commission shall approve training institutions to
conduct teacher development programmes.

 

(3) The approved institutions shall issue certificates to

teachers upon completion of the programme.

 

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

Section 49 states:

• (l) Every teacher who successfully completes a
  professional teacher development programme
  under regulation 48 shall be issued with a

teaching certificate by the Commission

 

• (2) A certificate issued under this regulation shall
  indicate the effective date and shall be valid for

five years or such other period as may be
prescribed by the Commission.

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

The TPD framework

• TPD is a life-long learning programme organized
  in six hierarchical competency levels where each
  level takes five years to complete.
• At the end of each module, successful teachers

will have their teaching certificates renewed after
every five years,

• TPD Programs shall be undertaken as follows:

– teacher initiated/school based Teacher Professional
Development programmes

– TPD prescribed modules.

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

• At the school level, the instructional leaders
  are expected to plan a school initiated TPD

under their supervision.

 

• At the national level every teacher is required
  to undertake the Teacher Professional

Development Programmes as prescribed by

the Commission from time to time.

 

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

• Upon commencement of the programme, a

teacher will be required to acquire a certificate,

which is renewable every five years.

• New teachers seeking registration will be issued
  with two certificates; certificate of registration and

teaching certificate

• After completing a Teacher Professional

Development module, teachers will be eligible for
re-certification and promotion; as the TPD

modules have been anchored in the Career

Progression Guidelines, CPG.

 

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

• The training will also enhance the teacher’s
  knowledge and skills in order to address gaps

in the Teacher Performance and Appraisal
Development, TPAD.

• They will also keep teachers informed, enable
  them improve their pedagogical skills and
  acquire new, relevant, knowledge in their
  teaching areas.

 

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

THE KENYA PROFESSIONAL
TEACHING STANDARDS (KePTs)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

 

 

KNOW, WANT to LEARN (KWL) about Kenya Professional Teaching
Standards

 

In preparation for undertaking study of Kenya Professional Teaching
Standards Complete the following

 

• Know͙͙͙͙Some things that I already know about Kenya
  Professional Teaching Standards͙͙͙͙͙͙͙͙͙͙͙͙͙..
• ͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙

 

• Want to Learn͙͙Some things I would like to learn about Kenya
  Professional Teaching

Standards͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙͙.

 

Put your responses on the chat

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

• In its endeavor to maintain the teaching standards
  of all registered teachers in Kenya, the Teachers

Service Commission has come up with specific
Professional Teaching Standards (KePTS) and
Competency Indicators to measure teachers’

performance.

• The standards define the work of Kenyan teachers
  in the context of the 21^st century learning, by
  setting high quality and effective teaching

expectations that are meant to improve overall
learners’ achievement.

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

• KePTS are meant to provide a consistent and

supportive framework for measuring effectiveness of
Teachers and Instructional leaders against specific
competency indicators.

• The Kenya Professional Teaching Standards for teachers
  and Instructional Leaders recognize the key role played

by the two categories in implementing education
policy and making quality learning a reality.

• They express the expectations of an individual who is
  entrusted with the task of supporting learners’ learning
  in all primary and post primary learning institutions

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

 

Note:

• TPD training content is based on the Seven (7)
  Kenya Professional Teaching Standards

(KePTS).

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

For Teacher	For Instructional Leader
1. Promotes                               professionalism throughout the career	1.   Takes   lead   in   promoting professionalism  throughout  the career
2.   Has   pedagogical   content knowledge  and  understanding of            competency               based curriculum       and    how    to implement it.	2. Takes lead in developing school vision focused on  high quality instruction and learning rooted on competency based curriculum

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

KePTs Indicators

 

Activity:

 

• Identify one KePTs standard and discuss what
  would look for to determine whether a

teacher has attained the competencies in that
standard.

• Present your findings in plenary

 

 

 

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

 

 

 

• Facilitator to pick on one standard and discuss the
  competency indicators for that standard

 

 

 

Notes on other standards and their indicators  are on the LMS
Participants to access the e-leanring platform and read more
about the KePTs standard indicated for both teachers and

instructional leaders

 

 

 

 

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

Teacher Professional Development Planning

Process

TPD comprises both teacher initiated/school based
Teacher Professional Development programmes  and

employer initiated modules

We have already looked at the employee initiated
module

We will now learn how to plan for the teacher

initiated/school teacher professional development
programmes

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

 

• In order to address the gaps that a professional may
  have in terms of the KePTS indicators, a teacher needs

a TPD Plan that can be developed by using the
following steps:

 

Step One:   Teacher/School Self- Assessment Data

• This is the initial stage when a teacher/School

completes self-evaluation to identify learning activities
for termly professional development.

• Using the scale of 1-3, a teacher conducts self-
  assessment in each of the KePTS to objectively
  determine areas of improvement using the rating
  shown in table 1.

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

 

 

 

 

 

 

 

 

KePTs Standard	Competence Indicator	Rating Scale
		3 My knowledge, skills and attributes in this competence are very strong	2 My knowledge, skills               and attributes in this competenc e               are adequate, could                 be improved	1 My knowledge, skills and attributes in this competence need to be the focus of my professional development

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

Step 2: Identification of Professional Competence Gaps

• After identifying the Professional Competence gaps, the
  teacher proceeds to identify the chapters in the relevant
  TPD Module that address the identified gaps.
• At this stage, the teacher is expected to set professional
  learning goals that must include the following:

– Outcomes of self-assessment data in step one.

– Competency indicators as provided in each of the standards.

– A balance between individual teacher professional goals and
classroom learning curriculum outcomes.

– Actual outcome of professional development.

– Improvement on the gaps identified through self-
assessment.

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

Step 3: Professional Development Action Plan

• Having identified the perceived strengths and areas of

improvement of a teacher and learners learning, the

teacher determines the appropriate chapter of the module
and activity for professional development and action plan.

• The teacher’s action plan should include the following:

– Intended professional development goals

– Rationale for professional development goals

– The benefits of the professional development to the learner’s
learning

– The  chapter of the module to  undertake

– Nature of assessment to attain the professional development
goals

– Information on resources required

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

 

Step 4:    ssessment of Teacher’s   ction Plan by
Instructional Leader

• The instructional leader will assess teachers’ action

plans. The assessment of the teacher’s TPD action plan
will ensure that:

– Goals are specific and measurable

– Goals will improve learners’ learning

– Goals are integrated with competency indicators

– Steps of the action plan are clearly outlined

– Action plan is realistic, manageable and achievable

– Assessment strategies towards achieving the goals in the
action plans are appropriate

– Learning resources to accomplish the professional
development are identified

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

Step 5: Development of TPD report

• The instructional leader is required to develop
  a TPD report detailing performance gaps of
  the teachers and intervention measures to be
  undertaken.

 

 

 

 

 

 

 

 

 

 

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

 

 

 

 

Planning in TPD Process

STEP FIVE: TEACHER TPD
REPORT

 

STEP FOUR:

INSTRUCTIONALLEADER
ASSESSMENT

 

 

 

 

 

 

 

 

 

STEP THREE:

PROFESSIONALDEVELOPMENT
ACTION PLAN

 

 

 

FESSIONAL GOAL
SETTING

 

 

HER SELF-
NT

 

KEMI/2021/TPD/INTRODUCTORY MODULE

 

 

 

 

Extended learning activity

 

• Study the KePTs and their indicators above and

identify one standard where you feel you currently
require more knowledge and skills

• Following the steps given above, draw a professional
  development support plan in one of your teaching
  subjects that can address the gap you have identified.
• Explain how your plan can be operationalized in a
  school based TPD program
• Post your responses on the e-learning platform

 

 

 

 

KEMI/2021/TPD/INTRODUCTORY MODULE